Publications

My publications are divided into five topics:

Means:  The Paradigm Change Process

1.

Ends:  Instructional Theory for the

New Paradigm

2.

Ends:  Educational Technology for the

New Paradigm

3.

Ends:  Organizational Structures for the

New Paradigm

4.

Miscellaneous

5.

2. Instructional Theory for the New Paradigm

Instructional theory identifies what instruction should be like, so it is an important part of a vision of the learner-centered paradigm.  In this section, I chronologically present my work on instructional theory, though some publications below also deal with the other aspects of a vision and thus are repeated there.

Reigeluth, C.M., Bunderson, C.V., & Merrill, M.D. (1978).  The structure of subject-matter content and its instructional design implications.  Instructional Science, 7, 107-126.



 

 

Reigeluth, C.M., & Merrill, M.D. (1978).  A knowledge base for improving our methods of instruction.  Educational Psychologist, 13, 57-70.



Reigeluth, C.M., Bunderson, C.V., & Merrill, M.D. (1978).  What is the design science of instruction?  Journal of Instructional Development.  1 (2), 11-16.



Reigeluth, C.M., & Merrill, M.D. (March, 1979).  Classes of instructional variables.  Educational Technology, 19 (3), 5-24.



Merrill, M.D., Reigeluth, C.M., & Faust, G.W. (1979).  The Instructional Quality Profile: A curriculum evaluation and design tool.  In H.F. O'Neil, Jr. (Ed.), Procedures for Instructional Systems Development.  New York: Academic Press.

Reigeluth, C.M. (1979).  TICCIT to the future: Advances in instructional theory for CAI.  Journal of Computer-Based Instruction.  6 (2), 40-46.



Reigeluth, C.M. (1979).  In search of a better way to organize instruction: The Elaboration Theory.  Journal of Instructional Development, 2 (3), 8-15.



Reigeluth, C.M., & Sari, I.F. (1980).  From better tests to better texts: Instructional design models for writing better textbooks.  NSPI Journal, 19 (8), 4-9.  (Invited article).



Reigeluth, C.M., & Rodgers, C.A. (1980).  The Elaboration Theory of Instruction: Prescriptions for task analysis and design. NSPI Journal, 19 (1), 16-26.  (Invited article).



Reigeluth, C.M., Merrill, M.D., Wilson, B.G., & Spiller, R.T. (1980).  The Elaboration Theory of Instruction: A model for sequencing and synthesizing instruction.  Instructional Science, 9 (3), 195-219.



Reigeluth, C.M. (March, 1980).  The Instructional Quality Profile: Training teachers to teach effectively.  Educational Technology, 20 (3), 7-16.



Reigeluth, C.M., Van Patten, J., & Doughty, P. (1981).  Two roles of science in instructional development.  NSPI Journal, 20 (7), 19-22.



Reigeluth, C.M., & Darwazeh, A.N. (1982).  The elaboration theory's procedure for designing instruction: A conceptual approach.  Journal of Instructional Development, 5 (3), 22-32.



Reigeluth, C.M. (Ed.) (1983).  Instructional-Design Theories and Models: An Overview of their Current Status.  Hillsdale, N.J: Erlbaum Associates.

Reigeluth, C.M., & Stein, F.S.  (1983).  The elaboration theory of instruction.  In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: An Overview of their Current Status.  Hillsdale, N.J: Erlbaum Associates.



Reigeluth, C.M. (1983).  Meaningfulness and instruction: Relating what is being learned to what a student knows. Instructional Science, 12 (3), 197-218.



Reigeluth, C.M. (Nov. 1984).  Toward a common knowledge base: The evolution of instructional science.  Educational Technology, 24 (11), 20-26.



Curtis, R.V., & Reigeluth, C.M. (1984).  The use of analogies in written text.  Instructional Science, 13 (2), 99-117.



Van Patten, J., Chao, C., & Reigeluth, C.M. (1986).  A review of strategies for sequencing and synthesizing instruction. Review of Educational Research, 56 (4), 437-471.



Frey, L., & Reigeluth, C.M. (1986).  Instructional models for tutoring: A review.  Journal of Instructional Development, 9 (1), 2-8.



Reigeluth, C.M., & Curtis, R.V. (1987).  Learning situations and instructional models.  In R.M. Gagné (Ed.), Instructional Technology: Foundations.  Hillsdale, N.J: Erlbaum Associates.



Reigeluth, C.M. (Ed.) (1987).  Instructional Theories in Action: Lessons Illustrating Selected Theories and Models.  Hillsdale, N.J: Erlbaum Associates.

Reigeluth, C.M. (1987).  Lesson blueprints based on the elaboration theory of instruction.  In C.M. Reigeluth (Ed.), Instructional Theories in Action: Lessons Illustrating Selected Theories and Models.  Hillsdale, N.J: Erlbaum Associates.



Petry, B., Mouton, H., & Reigeluth, C.M. (1987).  A lesson based on the Gagné-Briggs theory of instruction.  In C.M. Reigeluth (Ed.), Instructional Theories in Action: Lessons Illustrating Selected Theories and Models.  Hillsdale, N.J: Erlbaum Associates.



Reigeluth, C.M., & Schwartz, E. (1989).  An instructional theory for the design of computer-based simulations.  Journal of Computer-Based Instruction, 16 (1), 1-10.



Reigeluth, C.M. (1990).  Instructional strategies and tactics.  In T. Husén & T. Postlethwaite (Eds.), The International Encyclopedia of Education, Supplementary Volume Two.  Oxford, England: Pergamon Press.

Reigeluth, C.M.  (1991).  Reflections on the implications of constructivism for educational technology.  Educational Technology, 31 (9), 34-37.



Armstrong, R.B., & Reigeluth, C.M.  (1991).  The TIP theory: Prescriptions for designing instruction for teams. Performance Improvement Quarterly, 4 (3), 13-40.



Reigeluth, C.M.  (1992).  Elaborating the elaboration theory. Educational Technology Research & Development, 40 (3), 80-86.



Leshin, C.B., Pollock, J., and Reigeluth, C.M. (1992).  Instructional Design Strategies and Tactics.  Englewood Cliffs, NJ: Educational Technology Publications.

Chung, J., & Reigeluth, C.M.  (1992).  Instructional prescriptions for learner control.  Educational Technology, 32 (10), 14-20.



Beissner, K.L., & Reigeluth, C.M.  (1994).  A case study on course sequencing with multiple strands using the elaboration theory.  Performance Improvement Quarterly, 7 (2), 38-61.



Reigeluth, C.M.  (1994).  Instructional design theories.  In T. Husén & T.N. Postlethwaite (Eds.), International Encyclopedia of Education (2nd ed.), Elmsford, NY: Pergamon Press.  Also in E. de Corte & F. E. Weinert (Eds.), International Encyclopedia of Developmental and Instructional Psychology, Elmsford, NY: Pergamon Press.

English, R.E., & Reigeluth, C.M.  (1996).  Formative research on sequencing instruction with the elaboration theory. Educational Technology Research & Development, 44 (1), 23-42.



Reigeluth, C.M., & Squire, K.  (1998).  Emerging work on the new paradigm of instructional theories.  Educational Technology, 38 (4), 41-47.



Reigeluth, C.M. (Ed.)  (1999).  Instructional-Design Theories and Models, Volume II: A New Paradigm of Instructional Theory.  Mahwah, NJ: Lawrence Erlbaum Assoc.

Reigeluth, C.M., & Moore, J.A.  (1999).  Cognitive education and the cognitive domain. In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory.  (Volume II).  Hillsdale, NJ: Lawrence Erlbaum Assoc.

Reigeluth, C.M.  (2003).  Knowledge building for use of the Internet in education.  Instructional Science, 31 (4), 341-346.



Reigeluth, C.M.  (1999).  The elaboration theory: Guidance for scope and sequence decisions. In C.M. Reigeluth (Ed.),Instructional-Design Theories and Models: A New Paradigm of Instructional Theory.  (Volume II).  Hillsdale, NJ: Lawrence Erlbaum Assoc.



Martin, B.L., & Reigeluth, C.M.  (1999).  Affective education and the affective domain: Implications for instructional design theories and models. In C.M. Reigeluth (Ed.), Instructional-Design Theories and Models: A New Paradigm of Instructional Theory.  (Volume II).  Hillsdale, NJ: Lawrence Erlbaum Assoc.

Reigeluth, C.M.  (2003).  New instructional theories and strategies for a knowledge-based society.  Educational Technology International, 5 (1), 63-75.



Reigeluth, C.M.  (2003).  Elaboration Theory.  In A. Kovalchik & K. Dawson (Eds.), Education and Technology: An Encyclopedia.  Santa Barbara, CA: ABC-Clio.

Oswald, D., & Reigeluth, C.M.  (2003).  Instructional-Design Theory.  In J. Guthrie (Ed.), Encyclopedia of Education (2nd Ed.).  New York: Macmillan.

Molenda, M., Reigeluth, C.M., & Nelson, L.M.  (2003). Instructional Design.  In L. Nadel (Ed.), Encyclopedia of Cognitive Science. Vol. 2, pp. 574 - 578.  London: Nature Publishing Group.

Reigeluth, C.M., & Beatty, B.J.  (2004).  Instructional Systems Design.  In M. Mukhopadhyay (Ed.), Educational Technology: Knowledge Assessment. New Delhi: Shipra.

Reigeluth, C.M.  (2005).  New Instructional Theories and Strategies for a Knowledge-Based Society.  In J. Spector, C. Ohrazda, A. Van Schaack, & D. Wiley (Eds.), Innovations in Instructional Technology: Essays in Honor of M. David Merrill. Mahwah, NJ: Lawrence Erlbaum Associates.

Reigeluth, C.M.  (2007).  Order, first step to mastery: An introduction to sequencing in instructional design.  In F. Ritter, J. Nerb, E. Lehtinen, & T. O’Shea (Eds.), In Order to Learn: How the Sequence of Topics Influences Learning (pp. 19-40).  New York, NY: Oxford University Press.

An, Y.J., & Reigeluth, C.M.  (2008).  Problem-based learning in online environments.  Quarterly Review of Distance Education, 9 (1), 1-16.



Reigeluth, C.M., & Carr-Chellman, A. (Eds.)  (2009).  Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base.  New York: Routledge.

Reigeluth, C.M.  (2009).  Instructional theory for education in the Information Age.  In C. M. Reigeluth & A. Carr-Chellman (Eds.), Instructional-Design Theories and Models, Volume III: Building a Common Knowledge Base.  New York: Routledge.

Reigeluth, C.M. (2011).  An instructional theory for the post-industrial age.  Educational Technology, 51 (5), 25-29.



An, Y.J., & Reigeluth, C.M.  (2011).  Creating technology-enhanced, learner centered classrooms: K-12 teacher beliefs, perceptions, barriers, and support needs.  Journal of Digital Learning in Teacher Education, 28 (2), 54-62.



Reigeluth, C.M.  (2012).  Instructional theory and technology for a post-industrial world.  In R.A. Reiser & J.V. Dempsey (Eds.), Trends and Issues in Instructional Design and Technology (3rd ed.), pp. 75-83.  Boston, MA: Pearson Education.

Reigeluth, C.M. (2012).  Teoría instruccional y tecnología para el nuevo paradigma de la educación. RED, Revista de Educación a Distancia. Número 32. 30 de septiembre de 2012. Consultado el (30/09/2012) en http://www.um.es/ead/red/32.  Also published in English as Reigeluth, C.M.  (2012).  Instructional theory and technology for the new paradigm of education.  RED, Revista de Educación a Distancia. Number 32. September 30, 2012. Retrieved on (30/09/2012) at http://www.um.es/ead/red/32.



Reigeluth, C.M., & Karnopp, J.R.  (2013).  Reinventing Schools: It’s Time to Break the Mold.  Lanham, MD: Rowman & Littlefield.

 

Reigeluth, C.M., & Myers, R.D.  (2013).  Serious Game Design Report.  A report prepared for the U.S. Air Force Research Laboratory.  Submitted October 2013.

 

Reigeluth, C.M. (in progress).  Elaboration Theory: Scope and sequence decisions for quality instruction.  A book manuscript close to completion that provides the latest information on Elaboration Theory.  

     Table of Contents  

     Chapter 1.  Introduction

     Chapter 2.  Basics of scope and sequence

     Chapter 3.  Some major sequencing strategies: Understanding the theories 

     Chapter 4.  Hierarchical sequencing: How to do it

     Chapter 5.  Procedural sequencing: How to do it

     Chapter 6.  Simplifying Conditions Method: How to do it

     Chapter 7.  Conceptuyal elaboration sequence: How to do it

     Chapter 8.  Theoretical elaboration sequence: How to do it

Annotation: This was my first publication.